Maintaining culturally disadvantaged fourth-graders' attention to oral verbal teaching through intermittent auditory stimulation

The present research was undertaken to determine whether a utilitarian method could be devised for directing and maintaining culturally disadvantaged students' attention to taped verbal lessons. Extraneous novel tone bell stimuli were inserted prior to the presentation of material about which the children were questioned. The purpose of the study was to learn whether the nature of the tone bell stimulus reflects the accuracy of responses due to attention having been directed to the lesson content. The author hypothesized that a combination of melody and rhythm would be most effective in attracting attention and, thus, in eliciting a greater number of correct responses.

Name thesis:degree_name

Master of Arts (M.A.)

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

1972

Author dc:creator

• Noren, Evelyn M.

Contributors dc:contributor

• Kenneth L. Beauchamp

• Attention
• Listening
• Interest (Psychology)
• Educational psychology
• Children with social disabilities Education (Elementary)
• Psychology

Licence

• http://rightsstatements.org/vocab/NKC/1.0/

Repository record dc:identifier

https://scholarlycommons.pacific.edu/uop_etds/1773

OAI identifier oai:identifier

oai:scholarlycommons.pacific.edu:uop_etds-2772